Reading, Writing, and Grammar Strategies for ELLs Essay

Reading, Writing, and Grammar Strategies for ELLs Essay

Reading, Writing, and Grammar Strategies for ELLs Essay

Grade Level: K-8 grade

 Pre-Emergent

Domain	Instructional Strategy and Description
Reading	In pre-emergent reading, the instructor should be providing age suitable texts. Before the commencement of the class, the teacher needs to learn more about the interest of the student. The incorporation of these interests in the learning curriculum allows students to develop reading interests. The texts provided to the students should have pictures that connect them to the reading. Besides, the teacher should encourage the students to identify pictures they can recognize as this would be helping them in the pictures they do not know. The short skits, drawings, and pictures assist students in the development of relevant background information (Darling-Aduana & Heinrich,2018). This process introduces ELLs to simple words that they can read and relate to the accompanying images. Students can then make the connection between their native language and the English language by building on their vocabulary.
Writing	Creativity is one of the main pillars that need to define ELLs classrooms. The teacher needs to be encouraging the students to express their creativity. Providing these students with writing tools that assist them in expressing thoughts and ideas without the feeling of being a failure improves the writing of the students. The teacher needs to guide the students in drawing and help them connect from their drawings to the learning objective (Samalot-Rivera et al., 2018). Besides, the teacher should provide students with questions that facilitate their learning process. At this level, students do not know how to read and write. Therefore, they need modified instructions to trigger creativity among the students by allowing them to express their ideas to the teacher.
Grammar	In this class, the teacher needs to design unique English language teaching skills by engaging in reading aloud, writing down ideas, playing music, writing vocabulary, and other concepts on a blackboard or whiteboard. The need to show students what to do through an action. For example, the teacher needs to demonstrate the act of opening a book to allow students to see and understand its meaning. Besides, using visuals and allowing students to repeat words of the instructor is important for students in this grade (Reyes & Gentry, 2019). The visual aids in simplifying the content for ELLs. Irrespective of the language of a student, the picture of a house is recognizable to many people implying that pointing to a house and saying “house” would make a student make the connection.

ORDER A PLAGIARISM-FREE PAPER HERE ON;Reading, Writing, and Grammar Strategies for ELLs Essay

 Emergent

Domain	Instructional Strategy and Description
Reading	The emergent readers are in the initial stages of understanding a few English words written on a page and can relate with the pictures and printed words in telling a story. These students are actively developing the ability to look from illustrations in a book and make guesses about what might be happening in the story. These students can listen to a simple story and retell the story using their own words. Teachers should be ready to expose these students to different fiction books, pictures, magazines, and restaurant menus to expand their vocabulary and encourage them to read more (Darling-Aduana & Heinrich, 2018). Exposure to different materials also heightens the emotional and social development that aids them in understanding their ideas and cultures better. Therefore, the teacher needs to be using different literacy texts as it exposes students to fresh ideas, values, concepts, and culture.
Writing	The teacher should give students very simple writing activities accompanied by prompt questions. The choice of selecting the topic should be given to students as it allows them to select topicsthey could easily write about. After completion of all writing assignments, the teacher should review and provide corrective feedback, guide and praise them for the work well done (Samalot-Rivera et al., 2018). Not faulting students at this stage is essential in developing continuous learning. All students should feel comfortable in learning and making mistakes, especially ELLs. This process will be showing the students that the teacher is teaching them for academic growth and not for attaining better grades.
Grammar	The students with the ability to speak have an opportunity to develop in academics and success in social life. The most effective way to develop and assess the speaking skills of students is through using question-heavy discussions. The teacher needs to ask open questions and assist the student with the required responses. The teacher should have the students focus on using their English language skills and develop the practice of answering in complete sentences. The student should not be rushed but be allowed to gather thoughts about their responses (Reyes & Gentry, 2019). Listening and speaking skills have a positive impact on grammar and are essential in sharing ideas and improving communication with others in the classroom. This will also be allowing students to gain the opportunity of listening to native language speakers, tones, pronunciation, and sounds.

Basic

Domain	Instructional Strategy and Description
Reading	The teacher should use non-complex books that can demonstrate the connection between the native and English languages. In reading, the teacher should use the echo strategy and assist the struggling students with intonation, fluency, pronunciation, and comprehending reading.The teacher should be reading the text first using the correct intonation and allow these students to read back in a loud tone (Darling-Aduana& Heinrich, 2018). This strategy will allow studentsto connect with the two languages, develop their confidence, and improve their reading skills.
Writing	The teacher should utilize vocabulary notebooks where the students can pick their preferred topics. They should be allowed to use pictures in expressing ideas and thoughts (Samalot-Rivera et al., 2018). The vocabulary notes allow ELL students to apply lessons learned in class and build upon these lessons. The students would have a list o vocabulary they could be used to express their ideas and thoughts.
Grammar	In checking the improvement in grammar among students, the teacher should allow the student to read structured dialogues or practice short sentences repeatedly. The ability to listen to a fluent English speaker develops the grammar ability of a student (Reyes & Gentry, 2019). Besides, the use of return gestures is another way to check the comprehension level of students. In a group, the student can be engaged in choral reading to increase the participation of all students. The ability to model correct sentence structure and grammar allows the students to hear and revise the target language.

Low Intermediate

Domain	Instructional Strategy and Description
Reading	The teacher needs to introduce various literary genres and emphasize selecting books they feel like reading. Teachers can have the students write new and difficult words (Darling-Aduana & Heinrich, 2018). Besides, introducing synonyms and other complex words at this stage is important as it heightens learning. As the student begins speaking more fluently, it is imperative to introduce them to new words that they can read and write comfortably.
Writing	The teacher should help students in combining two sentences into one longer sentence that makes sense (Samalot-Rivera et al., 2018). The writing of long sentences to advance the writing abilities of the students. Besides, writing reinforces grammatical sentence structures, idioms, and vocabulary.
Grammar	Using technology like audiobooks allows students to develop listening skills and follow along with texts that provide them with proper pronunciation. This strategy helps students to gain a better understanding of what fluency entails and improves their grammar when talking or writing (Reyes & Gentry, 2019). Besides, the audiobooks also have interactive games that make reading fun and interesting for students.

High Intermediate

Domain	Instructional Strategy and Description
Reading	The teacher should allow the students to apply computers in reading and writing. The grammar functions and spelling functions on word software can help students in identifying errors in reading (Darling-Aduana & Heinrich, 2018). The online pronunciationplatforms also allowstudents to understand the pronunciation of any kind of word.
Writing	The teacher should do mini-lessons focusing on particular vocabulary. The student should create class books on color words. Students need to express what they listen to in writing as it allows studentsto gain confidence in writing (Samalot-Rivera et al., 2018).
Grammar	Allowing the student to compose more than one sentence that describes a story. Such compositions allow students to understand complexgrammaticalerrors in a paragraph and the way to eliminate the errors (Reyes & Gentry, 2019). This strategy advances grammatical skills among students and allows the student to developa positiveinterestinthe English language.

References

Darling-Aduana, J., & Heinrich, C. J. (2018). The role of teacher capacity and instructional practice in the integration of educational technology for emergent bilingual students. Computers & Education, 126, 417-432. https://doi.org/10.1016/j.compedu.2018.08.002

Reyes, J., & Gentry, J. (2019). Pre-Service Administrators’ Experiences with Effective Research-Based Learning Strategies for English Language Learners. Education Leadership Review, 20(1), 23-38. https://files.eric.ed.gov/fulltext/EJ1234939.pdf

Samalot-Rivera, A., Treadwell, S. M., & Sato, T. (2018). Instructional strategies to consider when teaching Hispanic English-language learners in physical education. Strategies, 31(2), 26-30. https://doi.org/10.1080/08924562.2017.1418691

Language is comprised of interconnected components. Reading comprehension is a process that is enhanced by the addition of related writing. Writing skills are improved through the addition of reading-based writing. This connection between reading and writing is known as the reciprocal relationship or process. Including this reciprocal process in elementary instruction can be extremely effective in developing reading skills and expanding writing skills.
Complete the “Reading, Writing, and Grammar Strategies for ELLs” template by identifying and describing research-based instructional strategies appropriate for reading, writing, and grammar development within your previously selected Grade K-8 classroom with ELLs at each of the following proficiency levels: pre-emergent, emergent, basic, low intermediate, and high intermediate.
Support this assignment with at least three resources.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using the documentation guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
I will also send you the sheet to fill in